What factors determine the value of an online teacher education experience from a teacher’s perspective?

E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout r...

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Autores:
Boumadan, Moussa
Soto-Varela, Roberto
Ortiz-Padilla, Myriam
Poyatos-Dorado, César
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad Simón Bolívar
Repositorio:
Repositorio Digital USB
Idioma:
eng
OAI Identifier:
oai:bonga.unisimon.edu.co:20.500.12442/6763
Acceso en línea:
https://hdl.handle.net/20.500.12442/6763
https://doi.org/10.3390/su12198064
https://www.mdpi.com/2071-1050/12/19/8064
Palabra clave:
Distance learning
Continuous teacher training
Multimedia education
Continuous training
Rights
openAccess
License
Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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dc.title.eng.fl_str_mv What factors determine the value of an online teacher education experience from a teacher’s perspective?
title What factors determine the value of an online teacher education experience from a teacher’s perspective?
spellingShingle What factors determine the value of an online teacher education experience from a teacher’s perspective?
Distance learning
Continuous teacher training
Multimedia education
Continuous training
title_short What factors determine the value of an online teacher education experience from a teacher’s perspective?
title_full What factors determine the value of an online teacher education experience from a teacher’s perspective?
title_fullStr What factors determine the value of an online teacher education experience from a teacher’s perspective?
title_full_unstemmed What factors determine the value of an online teacher education experience from a teacher’s perspective?
title_sort What factors determine the value of an online teacher education experience from a teacher’s perspective?
dc.creator.fl_str_mv Boumadan, Moussa
Soto-Varela, Roberto
Ortiz-Padilla, Myriam
Poyatos-Dorado, César
dc.contributor.author.none.fl_str_mv Boumadan, Moussa
Soto-Varela, Roberto
Ortiz-Padilla, Myriam
Poyatos-Dorado, César
dc.subject.eng.fl_str_mv Distance learning
Continuous teacher training
Multimedia education
Continuous training
topic Distance learning
Continuous teacher training
Multimedia education
Continuous training
description E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on di erent features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training o er of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2020-11-05T18:45:45Z
dc.date.available.none.fl_str_mv 2020-11-05T18:45:45Z
dc.date.issued.none.fl_str_mv 2020
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dc.identifier.doi.none.fl_str_mv https://doi.org/10.3390/su12198064
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https://doi.org/10.3390/su12198064
https://www.mdpi.com/2071-1050/12/19/8064
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dc.publisher.eng.fl_str_mv MDPI
dc.source.eng.fl_str_mv Revista Sustainability
dc.source.none.fl_str_mv Vol. 12, No. 19 (2020)
institution Universidad Simón Bolívar
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spelling Boumadan, Moussaa882e1ef-499e-4919-bea2-ac89d1c24399Soto-Varela, Roberto0e273239-df15-4420-96cd-a2b9ba10b981Ortiz-Padilla, Myriam26d7953e-dc00-4960-953b-ad3664b608b1Poyatos-Dorado, César1ab1025c-413f-4658-bd0a-3096e87e70b12020-11-05T18:45:45Z2020-11-05T18:45:45Z202020711050https://hdl.handle.net/20.500.12442/6763https://doi.org/10.3390/su12198064https://www.mdpi.com/2071-1050/12/19/8064E-learning is currently at the center of interest in the educational community, in a situation of global pandemics that forces us to reduce attendance in all aspects of our lives. Online courses have had a bad reputation due to the distance between the tutor and the apprentice and the high dropout rates. The main purpose is to analyze the evaluations made by teachers on di erent features of a course, by examining variables like content, technology, activities, final work, and format. The analysis covers the 50 online courses that form part of the continuous training o er of the Regional Ministry of Education of the Community of Madrid in courses 17–18 and 18–19 in which 7501 teachers have participated. The opinion of each participant is collected from a questionnaire at the end of the training activity. This has been validated by a group of experts from the Regional Centre for Innovation and Training, belonging to the Community of Madrid, using the Delphi method. To develop the methodology, a linear multivariate model was calculated on the independent variables and the dependent variable Net Promoter Score (NPS). Most of the findings are related to two central variables in the educational approaches that occur in digital scenarios. What the group of teachers’ values most is the content of the proposal, while the factor that they consider least important is the technology that supports the development of the course. The rest of the variables analyzed have little impact on the recommendation of the courses. Nevertheless, conclusions suggest that combining factors such as content, technology, and pedagogy are essential in experiences like these.pdfengMDPIAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Revista SustainabilityVol. 12, No. 19 (2020)Distance learningContinuous teacher trainingMultimedia educationContinuous trainingWhat factors determine the value of an online teacher education experience from a teacher’s perspective?info:eu-repo/semantics/articleArtículo científicohttp://purl.org/coar/version/c_970fb48d4fbd8a85http://purl.org/coar/resource_type/c_2df8fbb1Ortiz Padilla, M. Diseño Aplicación Y Evaluación de un Programa de Formación Docente Para la Enseñanza de la Matemática Infantil. Ph.D. Thesis, Universidad Autónoma de Madrid, Madrid, Spain, 2016. Available online: http://purl.org/dc/dcmitype/Text (accessed on 14 July 2020).Vargas, L. La formación docente. Congreso Iberoamericano de Educación, Metas 2021. Buenos Aires, República de Argentina. 13, 14 y 15 septembre, 2010. Available online: http://www.chubut.edu.ar/descargas/ secundaria/congreso/DOCENTES/R0103_Magyoly.pdf (accessed on 14 July 2020).León de Hernández, Z.M. Modelo pedagógico de formación permanente de los docentes en el proceso docente-educativo-productivo y de servicio en los Institutos Universitarios de Tecnología. Didasc. Didáct. Educ. 2012, 3, 59–84.Cabero Almenara, J.; Marín Díaz, V.; Castaño Garrido, C.M. Validación de la aplicación del modelo TPACK para la formación del profesorado en TIC. Attic Rev. Innov. Educ. 2015, 14, 13–22.Mora-Valentín, E.M.; Ortiz-De-Urbina-Criado, M. ¿Cómo fomentar el desarrollo de competencias en la formación on-line? Una experiencia en la asignatura de dirección estratégica. Educ. Knowl. Soc. 2015, 16, 90–108.Vinader Segura, R.; Abuín Vences, N. Nuevos modelos educativos: Los MOOCs como paradigma de la formación online. Hist. Comun. Soc. 2013, 18, 801–814.Raposo Rivas, M.; Martínez Figueira, M.E.; Sarmiento Campos, J.A. Un estudio sobre los componentes pedagógicos de los cursos online masivos. Comun. Rev. Cient. Iberoam. Comun. Educ. 2015, 44, 27–35.Chaparro Matamoros, P. La enseñanza online en los estudios universitarios. Actual. Juríd. Iberoam. 2016, 4, 9–26.García, C.M. La formación docente en la sociedad del conocimiento y la información: Avances y temas pendientes. Comun. Pedagog. Nuevas Tecnol. Recur. Didact. 2007, 10, 52–62.Sarmiento Santana, M. La Enseñanza de las Matemáticas y las Ntic: Una Estrategia de Formación Permanente; Universitat Rovira i Virgili: Tarragona, Spain, 2007. Available online: https://www.tdx.cat/handle/10803/ 8927#page=1 (accessed on 19 July 2020).Siemens, G. Conociendo el Conocimiento; Quintana, E., Vidal, D., Torres, L., Castrillejo, V.A., Santamaría, F., Alonso, N., Eds.; Lulu.com: Manitoba, Canada, 2010; ISBN 978-90-815937-1-7.Pérez-Tornero, J.-M.; Tayie, S. La formación de profesores en educación en medios: Currículo y experiencias internacionales. Comun. Rev. Cient. Comun. Educ. 2012, 20, 10–14.García-Valcárcel Muñoz-Repiso, A.; Basilotta Gómez-Pablos, V.; Cabezas González, M.; Casillas Martín, S.; González Rodero, L.; Hernández Martín, A.; Mena Marcos, J.J. La formación del profesorado universitario en Tecnologías de la Información y la Comunicación en la Universidad de Salamanca. Rev. Latinoam. Tecnol. Educ. 2015, 14, 75–88.López-Romero, L.; Aguaded-Gómez, M.-C. La docencia sobre alfabetización mediática en las facultades de educación y comunicación. Comun. Rev. Cient. Comun. Educ. 2015, 22, 187–195.Roig-Vila, R.; Mengual-Andrés, S.; Quinto-Medrano, P. Conocimientos tecnológicos, pedagógicos y disciplinares del profesorado de Primaria. Comun. Rev. Cient. Comun. Educ. 2015, 23, 151–159.Coronado Cabrera, E.; Cantú Valadez, M.; Rodríguez Pichardo, C. Diagnóstico universitario sobre el uso de la TIC en el proceso de enseñanza-aprendizaje bajo la modalidad educativa presencial en Santo Domingo. Edutec Rev. Electrón. Tecnol. Educ. 2014, 50, a289.Cabero Almenara, J.; MarínDíaz,V. Miradas sobre la formación del profesorado en tecnologías de información y comunicación (TIC). Enl@ce Rev. Venez. Inf., Tecnol. Conoc. 2014, 11, 3.Cabero Almenara, J.; Gallego Pérez, Ó.; Puentes Puente, Á.; Jiménez Rosa, T. La “Aceptación de la Tecnología de la Formación Virtual” y su relación con la Capacitación Docente en Formación Virtual. EDMETIC 2018, 1, 225–241.Fernández-Cruz, F.-J.; Fernández-Díaz, M.-J. Los docentes de la generación Z y sus competencias digitales. Comun. Rev. Cient. Comun. Educ. 2016, 24, 97–105.Ramírez-García, A.; González-Fernández, N. 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In Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking; Yang, H.H., Yuen, S.C.-Y., Eds.; IGI Global: Hershey, PA, USA, 2010; pp. 1–26, ISBN 978-1-60566-729-4.Biasutti, M. A comparative analysis of forums and wikis as tools for online collaborative learning. Comput. Educ. 2017, 111, 158–171.Gómez-García, M.; Matosas-López, L.; Ruiz-Palmero, J. Social networks use patterns among university youth: The validity and reliability of an updated measurement instrument. Sustainability 2020, 12, 3503.Rivero Gracia, M.P.; Mur Sangrá, L. Aprender ciencias sociales en la web 2.0. Iber Didáct. Cienc. Soc. Geogr. Hist. 2015, 80, 30–37.Gordillo, A.G.; López-Pernas, S.L.-P.; Barra, E.B.; Gordillo, A.; López-Pernas, S.; Barra, E. E ectiveness of MOOCs for teachers in safe ICT use training. Comun. Media Educ. Res. J. 2019, 27, 96–105.Tondeur, J.; Scherer, R.; Siddiq, F.; Baran, E. A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap! Australas. J. Educ. Technol. 2017, 33.Erdogan, A.; Sahin, I. Relationship between math teacher candidates’ Technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia Soc. Behav. Sci. 2010, 2, 2707–2711.Mishra, P.; Koehler, M.J. Technological pedagogical content knowledge: A framework for teacher knowledge. Teach. Coll. Rec. 2006, 108, 1017–1054.Cabero, J.; Barroso, J. ICT teacher training: A view of the TPACK model. Cult. Educ. 2016, 28, 633–663.Felini, D. Quality media literacy education: A tool for teachers and teacher educators of italian elementary schools. J. Media Lit. Educ. 2014, 6, 28–43.Li, S.; Yamaguchi, S.; Sukhbaatar, J.; Takada, J. The influence of teachers’ professional development activities on the factors promoting ICT integration in primary schools in Mongolia. Educ. Sci. 2019, 9, 78.Torrance, H. Formative assessment at the crossroads: Conformative, deformative and transformative assessment. Oxf. Rev. Educ. 2012, 38, 323–342.Drossel, K.; Eickelmann, B. Teachers’ participation in professional development concerning the implementation of new technologies in class: A latent class analysis of teachers and the relationship with the use of computers, ICT self-e cacy and emphasis on teaching ICT skills. Large-Scale Assess. 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